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Change S S Teaching Analysis E U V R Ti P Women a Y R C Teaching Y R Hyh Methodologypers a Chc Rsp N Y Ty E

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Change S S Teaching Analysis E U V R Ti P Women a Y R C Teaching Y R Hyh Methodologypers a Chc Rsp N Y Ty E hegemony perspective gender h h h h h h h h h h h h h h h h h h h h h h h h h methodology analysis i i i i i i i i i i i i i narratives perspective s s s s s s s s s s s s s curriculum t t t t t t t t t t t t t t h o o o o o o o o o o o o pers e te teach r r r r r r r r r r r g r rsp y y y y y y y y y y e narratives chi Cyprus p history methodology m e ng ct women c o es ana t rrativ i i i na pep n v v v v v e cuc ccu e e e e m m m m m ur rs y g g g g g sex u l rriculum l ric y y y y rrr y ppe e e e e e e e e r e analysis e e multiperspectivitychange s s s s ici e s t t t t t t t t t t c t i i i i ct i n n n n h h h h h h h h h h h s s s s ulu s t y Cypr iv u perspective s o o o o o o o o o o l o teaching ty der d history d umu h women vi d d d d d d d d d d m d e i tiv e o olog women pe pe pe pe p pe pec women log rsps continuity rs rs rs rs r er ry wo continuityipip y y pe pe se lltt gege y y x mmemen chc an teaching ct ct mum narratives tiv i i ive ve y analysis uit itty teaching patriarchy n ini uiu wwomeen sexnti analysiscont curriculum history co hih hiingn st changeis m tet aac oor na na na na na ys u a a a a a l l y a rr rr rr rr rr rr rr rr rr rr s u r i n c women at at at a s a i t t t t t t t t t t t t t t t t t t t t t t t t methodologyt ly r teac i iv iv iv iv iv iv i iv iv iv i i i i iv i iv iv iv iv iv iv i iv iv iv i iv iv iv iv iv iv iv i a r patriarcchhyhy v v v v v v v v v v v v v v v v v v v v v v v v v v n hiing es es es e e e es e e e e e e e e e e e e e e e e e e e e e e e e e a cu g teachingange y ch Cyprus meethodolologyo wommethodologyen gy perspective lo a e do history na ivev o continuity lys th perspective is historyspect metm ers p gender pprus hegemony coo Cy history Cyprusnttinin ony uiu ttynarratives heh gemo spepep ctive per eer gegennd genderives prpruruuss narrat Cy sex methodology change analysis y seex tht odollogyog Cyprus me chc hanangege change hegemony aanalysis curriculum hihiststoro coc ry continuity ontn tini nuiu ityty curriculum lum Cyprus Title: How to Introduce Gender in History Teaching Greek: Η Εισαγωγή της Διάστασης του Φύλου στη Διδασκαλία της Ιστορίας Turkish: Tarih Öğretimine Toplumsal Cinsiyet Temelli Yaklaşımlar Authors: Tegiye Birey, Georgina Christou, Loizos Loukaidis & Faika Deniz Pasha Design: GRA.DES www.gra-des.com Printing: Cassoulides Masterprinters, Nicosia, Cyprus For further information, please contact: The Association for Historical Dialogue and Research (AHDR) Address: Home for Cooperation, 28 Marcou Dracou Street, Nicosia 1102, Cyprus E-mail address: [email protected] Website: www.ahdr.info The AHDR is an intercommunal organisation based in Cyprus, whose mission is to contribute to the advancement of historical understanding among the public and more specifi cally among children, youth and educators, by providing access to learning opportunities for individuals of every ability and every ethnic, religious, cultural and social background, based on the respect for diversity and the dialogue of ideas. In doing so, AHDR recognises the values of the Universal Declaration of Human Rights, the European Convention on Human Rights and Fundamental Freedoms, the UNESCO aims on education, and the Council of Europe’s recommendations relevant to history teaching. AHDR’s activities include research and dissemination of research fi ndings; development of policy recommendations; enrichment of library and archives; organisation of teacher training seminars, discussions and conferences; publication of educational materials; organisation of on-site visits and walks; development of outreach tools; establishment of synergies between individuals and organisations at local, European and international level. This initiative is being undertaken as part of the ‘Home for Cooperation’ Project funded by Norway Grants 2009–2014, and in partnership with the Council of Europe. This publication was made possible with funding from Norway Grants 2009–2014 and is an activity of the ‘Home for Cooperation’ project. The ‘Home for Cooperation’ benefi ts from a €624,725 grant from Norway Grants. The aim of the project is to support the operation and sustainability of the Home for Cooperation, which shall contribute to the bridge-building between the Greek Cypriot and Turkish Cypriot communities in Cyprus. www.norwaygrants.org Disclaimer: The views expressed in this publication are those of the authors and do not necessarily represent those of Norway Grants Donors. ISBN: 978-9963-703-27-2 Copyright: Association for Historical Dialogue and Research All rights reserved Produced in Cyprus HOW TO INTRODUCE GENDER IN HISTORY TEACHING CONTENTS 03 FOREWORD 04 INTRODUCTION 05 CHAPTER 1: LITERATURE REVIEW 05 A Brief Look at the Production of Historical Narratives 06 Social History 07 Women’s History 08 Gender and History 09 Refl ecting on Methods 10 Masculinity 11 Women’s and Gender History in Cyprus 14 Opportunities Ahead 15 CHAPTER 2: HISTORY TEACHING AND GENDER: MAPPING THE CURRENT SITUATION IN CYPRUS 15 Introduction 17 Methodology applied for the Analysis of History Textbooks 19 Research Results and Analysis of Turkish Cypriot Textbooks 24 Research Results and Analysis of Greek Cypriot Textbooks 34 Curricula, Commemorations and Museum Visits 37 Conclusion 38 CHAPTER 3: INTERVENTION 39 Lesson Plan 1: Gender as a (Missing) Lens: Becoming the Researcher 41 Lesson Plan 2: A Place in Politics 44 Lesson Plan 3: Cultural Production of Women 47 Lesson Plan 4: Women as Modern Peacemakers 50 Lesson Plan 5: Women’s Access to Education through Time 54 Lesson Plan 6: Providing Space and Voice in History: Cypriot Women’s Labour in the early 20th Century 58 Lesson Plan 7: Researching Community Histories: Women’s Lives in the 20th Century 60 Lesson Plan 8: Change and Continuity – Women’s Lives since 1878 63 GLOSSARY 64 BIBLIOGRAPHY 2_How to Introduce Gender in History Teaching FOREWORD ow to Introduce Gender in History Teaching is a pioneering book about working with gender when Hteaching history in school. It is thorough, varied and accessible. The fi rst chapter contains a historiography of women’s and gender history, and an overview of what has been published about women’s history in Cyprus, covering both the Turkish and Greek communities. The second chapter presents research on the language and content of curricula, textbooks and other teaching materials, done specifi cally by the writers for this project. The third and last chapter consists of eight concrete lesson plans covering themes dealing with women’s and gender history, developed by the writing team in cooperation with the UK expert Dr Dean Smart, senior lecturer in history and citizenship education at the University of the West of England. The book was researched and written by a team of young Cypriots from both the Greek and the Turkish communities: Tegiye Birey, Georgina Christou, Faika Deniz Pasha and Loizos Loukaidis. The Council of Europe appointed me as educational advisor for their work with regard to gender history. The project, which is funded by Norway Grants, started in 2013 through the initiative and with the support of the Council of Europe (History Division) and the Association for Historical Dialogue and Research (AHDR) in Cyprus. Both agencies wish to make history teaching conducive to up-to-date, peaceful and democratic societies with critical and responsible citizens. They believe that the teaching methodology should be learner-centred, with the focus shifted from a collective, sometimes monolithic, perspective to individuals and diversity. The research presented in the book shows that teaching materials in both the Turkish and Greek Cypriot communities are to a large degree written from a very narrow perspective. Textbooks are dominated by male military or political actors. A more inclusive, multifaceted view and a more analytical approach is needed for deeper historical understanding. Including women, children and various minorities will give a more realistic and nuanced comprehension. It will also bring history closer to home, engaging learners from both genders to draw on the experiences in their own families and local surroundings. Girls and young women need to be taken seriously as individuals who have an identity that may need confi rming, and as young, responsible members of society. They have the potential to add to the democratic process and to become political, social and cultural leaders on an equal footing with men. To fulfi l such a potential, it is helpful to learn about the position of women in the past, and to fi nd out how women have contributed to and left their imprint on society, often in diffi cult circumstances.
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